COURSE: English for Subject Teachers 91-120, 15 credits WRITER: Rebecka Åhl
EXAMINER: Leon Yousif Barkho SUPERVISOR: Annika Denke TERM: Spring 2020
The Potential of the
Moving Image in the EFL
Classroom:
A Study of how Teachers in Sweden Teach through Fictional
Movies and TV Series
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Abstract
The Potential of the Moving Image in the EFL Classroom: A Study of how Teachers in Sweden Teach through Fictional Movies and TV Series
Rebecka Åhl Length of essay: 21
This study aims to investigate how English teachers in Sweden use fictional movies and TV series in their classrooms, in order to discover the potential they can have for students’ language proficiency, literacy, and cultural knowledge. The data is collected through a questionnaire distributed to 65 teachers in lower- and upper-secondary school, and secondary adult education.
In the questionnaire the teachers are asked about their general habits in using fictional movies and TV series, such as how often they use them and whether they involve their students in the choosing of movies and TV series or not. Furthermore, the 65 respondents are asked what factors they take into consideration when choosing a movie or TV series, how they relate the viewing to the syllabus, what areas of language proficiency they most often address through the viewing, how they introduce the viewing to their students, and what intentional and accidental purposes they believe movies and TV series can serve.
The results show that most teachers use fictional movies to a greater extent than fictional TV series. Furthermore, the results show that most teachers provide clear aims to their viewing of movies and TV series, as well as having clear connections to the different syllabuses. It is also evident that teachers see movies and TV series as a valuable resource when developing their students’ language proficiency, literacy, and cultural knowledge.
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Innehåll
Abstract ... 2
1 Introduction ... 4
2 Literature review of previous research ... 5
2.1 ESL or EFL ... 5
2.2 Potential pitfalls when using movies and TV series in the classroom ... 5
2.3 Using movies and TV series to increase students’ language proficiency ... 6
2.4 Using movies and TV series to increase students’ literacy ... 8
2.5 Using movies and TV series to increase students’ cultural knowledge ... 9
3 Aim ... 10
4 Method and material ... 11
4.1 The questionnaire ... 11
4.2 Material ... 12
4.3 The method of the analysis ... 12
5 Results and analysis ... 13
5.1 Habits in using fictional movies or TV series in the EFL classroom ... 13
5.2 Factors when choosing a fictional movie or TV series ... 15
5.3 Basis for using fictional movies and TV series in the EFL classroom ... 15
5.4 Introducing the fictional movie or TV series ... 16
5.5 Ambitions with working with fictional movies or TV series (intentional and accidental) ... 17
6 Discussion ... 18 6.1 Discussion of results ... 18 6.2 Discussion of method ... 21 7 Conclusion ... 21 References ... 23 Appendix ... 25
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1 Introduction
We live in a world of moving images. To participate fully in our society and its culture means to be as confident in the use and understanding of moving images as of the printed word. […] [W]e should take for granted that we help children and people to use, enjoy and understand moving images; not just to be technically capable but to be culturally literate too. (British Film Institute, 2010, quoted in Donaghy, 2015, p.10)
In Sweden, 84% of the teenagers between the ages of 15-19 watch both streamed and terrestrial television and 54% watch streamed TV, which includes movies, television series and documentaries (Nordicom, 2019, pp.36, 40). This can be compared to the 41% of the people between the ages of 15-19 who read digital, audio, and printed books (p.76). The moving image is one of the most popular media among teenagers today, and as the quote above says, it is important that we help children to “use, enjoy and understand the moving images” (British Film Institute, 2010, quoted in Donaghy, 2015, p.10). Thus, teachers cannot ignore the moving image in the classroom, and certainly not in the language classroom.
The moving image is included in the syllabuses for English in both lower- and upper-secondary school. The syllabuses for upper-upper-secondary school state that the English education should cover “[c]ontent and form in different kinds of fiction” and “[t]hemes, ideas, form and content in film” (National Agency for Education, 2011b, pp.3, 7). Furthermore, the syllabus for lower-secondary school states that the English education should include “[l]iterature and other fiction in spoken, dramatised and filmed forms” (National Agency for Education, 2011a, p.37). Consequently, the moving image is and should be an integral part of the English education at both lower- and upper-secondary school and secondary adult education in Sweden.
Based on my own experience, it is common to see fictional movies and TV series being utilized in the EFL (English as a foreign language) classrooms. However, it is important that these multimedia tools are used consciously and that the viewing of movies and TV series does not reflect the “casual and passive ways in which we use television in the home” (Hobbs, 2006, p.41). Research has shown that moving images (movies in particular) tend to serve as relaxing supplements to other contents (Vetrie, 2004; Hobbs, 2006). As I am currently studying to become a secondary-school English teacher, it is of interest to me to study how the moving image is implemented and used in the English language classroom in Sweden.
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2 Literature review of previous research
Due to the moving images presence in the syllabuses for English in lower- and upper-secondary school, and their increasing popularity in society it is of interest to study how English teachers in Sweden claim to implement and use fictional movies and TV series in the classroom. Furthermore, it is of relevance to study if teachers experience that they make conscious and valuable use of fictional movies and TV series. Thus, this study will map out and investigate how 65 lower- and upper-secondary English teachers and secondary adult education English teachers in Sweden view their use of movies and TV series in the EFL classroom. The study will also argue for how conscious use of movies and TV series can be beneficial for increasing the students’ language proficiency, literacy, and cultural knowledge.
The following sections will account for and reflect upon previous research regarding pitfalls in using movies and TV series in the classroom, and the effect of movies and TV series on students’ language proficiency, literacy, and cultural knowledge. However, the first section will reflect upon the terms ESL and EFL and establish the used term in the current study.
2.1 ESL or EFL
There are ongoing discussions as to whether non-native speakers of English should be referred second language speakers, or foreign language speakers. Harmer (2015) defines the English as a second language (ESL) learner as someone is exposed to English outside of the classroom and the learner of English as a foreign language (EFL), as someone who is rarely exposed to English outside of the classroom (p.4). The current study acknowledges Harmer’s distinction and will in this study use the term EFL as it is considered applicable to English language learners in Sweden.
2.2 Potential pitfalls when using movies and TV series in the classroom
The moving image is frequently used in the EFL classroom and research has found that both students and teachers view the moving image as a valuable tool to increase both motivation towards learning the target language, and to improve the students’ language proficiency (Kabooha, 2016, p.255). Movies and TV series allow students to see “language in use” (Harmer, 2015, p.343), as well as cultural behavior connected to the target language. However, scholars argue that it is important to provide a thorough and conscious viewing (Sommer, 2001; Vetrie, 2004; Hobbs, 2006; Goble, 2010; Lipiner, 2011; Harmer, 2015). Due to most students watching movies and TV series for recreational purposes, teachers need to specify their aims for the
6 viewing to decrease the risk of the students perceiving it as a time for relaxation, and not for learning (Harmer, 2015:344).
Research shows that teachers do not necessarily have clear aims for their use of movies and TV series, but instead let the “film do the teaching with little comment or questions” (Vetrie, 2004, p.40). Similarly, Hobbs (2006) found that because the viewing lacked a clear aim “it was not evident what the connection was between the video used and the course subject” (p.41). This may not be as evident in the second language classroom as there can be a direct value in that movies or TV series are spoken in the target language. However, it is still important that teachers provide their students with clear instructional aims, to avoid the risk of the viewing becoming merely a recreational activity. Hobbs (2006) states that when there is no clearly identified aim for the viewing, there is no “sound basis” (p.41) for the use of the moving image and the students are not able to identify what is required of them.
Furthermore, Vetrie (2004) claims that “[t]he worst application of all is to use a feature film as an entertaining reward” (p.40), since that is a misuse of the moving images’ potential. On the other hand, Hobbs (2006) recognizes the valuable aspects of using videos as a reward for students’ performances. However, she argues, in line with Vetrie, that using movies and TV series as solely a reward, tends to lead to a portrayal of other activities as the “hard work” (p.42), which limits the moving images’ value as a teaching resource. Additionally, findings by Goble (2010) confirm Hobbs’s and Vetrie’s statements that teachers use movies as rewards but argue that this could add value if the teachers develop a “rich curricula” to the viewing (p.29). Thus, if used consciously, movies and TV series can have great benefits for students’ language proficiency, their literacy, and their cultural knowledge. This will be discussed in the following sections.
2.3 Using movies and TV series to increase students’ language proficiency
If one looks at the syllabus for English in grades 7-9, the aim states that the students should be able to “understand […] the content of spoken English” and “express themselves and communicate in speech” (National Agency for Education, 2011a, pp.34-35). A similar phrasing can be seen in the aim in the curriculum for English at the upper-secondary school, where it is stated that the students should develop an “[u]nderstanding of spoken […] English” and “[t]he ability to express [themselves] and communicate in English” (National Agency for Education, 2011b, p.2).
As English-speaking movies and TV series provide an evident benefit for the EFL classroom in displaying authentic language, it is not surprising how teachers have been found
7 to value the implementation of moving images in their classrooms. Teachers have been shown to view moving images as valuable tools to “improve students’ language skills, vocabulary, grammar, fluency and pronunciation” (Kabohaa, 2016, p.253).
Fictional movies and TV series have been shown beneficial in improving students’ language skills, such as their listening comprehension. While there are benefits to teaching through pure audio sequences when developing students’ listening comprehension – such as allowing the students to focus solely on what is being expressed and not getting distracted by any disconcerting visual elements – the moving image aids the students by providing them with visual cues as complements to the audio, as argued by Rahmatian and Armiun (2011, p.121). They showed that the students provided with the visual moving image as a complement to the audio had a better understanding of the audio than the students who were not provided with the visual complement (p.122). Similar results were found in Wagner’s (2010) research, in which an experiment was conducted on an EFL listening test. Here too, the students that were provided with both video and audio, showed better results than the group that was only provided with the audio (6,5% higher) (p.507). This does not mean that teachers must disregard all use of audio-only to develop students’ listening comprehension; however, it does illustrate the benefits video can have for students’ understanding.
Additionally, research shows that movies can be a beneficial tool in increasing the students’ colloquial vocabulary. In one study, students were provided with lists of relevant words and phrases prior to being shown short clips from a movie. The students showed a significant increase in vocabulary knowledge (Iranmanesh & Darani, 2018, p.7). Other research shows that students can “notice and learn spoken language features” through working with feature movies and their transcripts (Giampieri, 2018, p.419). Since movies display authentic language, they can be a tool for students to understand and notice language markers in spoken English, which in turn can develop their language proficiency (p.420). Thus, using movies and TV series can be a tool to illustrate authentic language in ‘real’ situations for EFL learners (Donaghy, 2017, p.18). Furthermore, movies and TV series can provide learners with a greater confidence in language use, as an effect of being provided with an expanded vocabulary and linguistic tools that replicate authentic language (Weyer, 1999, p.347).
Therefore, movies and TV series can be beneficial for the students’ development of their speaking skills. Not only because they provide an apparent item for discussion (Kabohaa, 2016, p.253), but since movies and TV series display authentic colloquial language, they offer both spoken language features and examples of pragmatic language use. Quaglio (2009) claims that TV series can be used “to exemplify features of conversational English in EFL classrooms
8 in the United States” (p.13). Additionally, Washburn (2001) stresses the ability of TV series to illustrate pragmatic uses of language, such as when something is appropriate to say depending on relationships and context, an understanding that is a central part of mastering a language (p.22). Washburn further claims that moving images can be beneficial to use in a language teaching situation, as they are open for the teacher’s control, such as pausing for reflection and rewinding to watch again (p.22). This provides a flexible tool that the students and the teacher can to some extent interact with.
In sum, previous research clearly displays the benefits using movies and TV series can have for students’ language proficiency development. The next section will account for and reflect upon research arguing for the benefits of using movies and TV series to increase students’ literacy.
2.4 Using movies and TV series to increase students’ literacy
To be literate means to be able to read and write texts (Literacy, n.d.). The syllabus for English in grades 7-9 and the syllabus for English at upper-secondary school state that the students should learn how to interpret content of spoken English (National Agency for Education, 2011a, p.34; 2011b, p.2). To understand moving images is not only to understand the words uttered, but also to be able to ‘read’ and interpret the content of those moving images. Lipiner (2011) argues that when one includes for example the moving image in the teaching it can better “enhance student literacy” (p.395).
To be able to ‘read’ the content of a movie or TV series, that is, to understand and interpret the content, it is important that to understand how these moving images are “deliberately constructed for particular audiences for particular purposes” (Sommer, 2001, p.485). Using movies and TV series to increase students’ literacy is of great importance as the moving image, just as the written novel, encompasses values and ideas. Sommer (2001) argues that teachers possess the ability to help their students to critically analyze the work and the underlying “intentions and cultural positions” (p.485) which is an important aspect of ‘reading’ a work.
Vetrie (2004) argues for the necessity of teaching movies as literature to “increase literacy skills” (p.41). If movies and TV series are taught as literature and not as “second-order texts” (Sommer, 2001, p.485) they can serve “as a basis for anchoring most writing and critical-thinking activities” (Vetrie, 2004, p.41). Scholars argue that the moving image cannot replace the written word but can “lend a helping hand to teaching literacy” (Lipiner, 2011, p.375). However, Golden (2001) suggests that the moving image and literature share “common
9 elements and strategies to gain and keep the audience's attention” (p.36) and should therefore be viewed as equally valuable.
It can be beneficial to use movies and TV series that connect and relate to the students’ frames of reference or current events (Vetrie, 2004, p.42). However, this does not mean that teachers must only use movies and TV series already familiar to the students. It can be beneficial to view movies and TV series unfamiliar to the students, as it limits the number of students who may have already formed judgements about the movie or TV series (Goble, 2010, p.30). Teachers should not be afraid of viewing movies and TV series that may be considered complex and difficult for the students to connect to. In those situations, teachers might work with pre-viewing activities such as presenting “information that builds background ideas, concepts, and principles” based on exterior knowledge or “personal experience” (Vetrie, 2004, pp.43-44).
It is important that the viewing of movies and TV series does not only become an implementation of something that is considered more entertaining than reading or studying grammar. For movies and TV series to be considered valuable tools in the English classroom, teachers need to actively and consciously work with them with the aim of transforming the students’ interest in the moving image into “a need to listen, write, discuss, and utilize critical-thinking skills” (Vetrie, 2004, p.44), that is, to increase the students’ literacy skill. However, Hobbs (2006) discovered through a telephone survey with active teachers, that only a small number of them (6%) claimed to use moving images as means to stimulate discussion or students’ writing. Hobbs is skeptical towards these results however, stating that the use of moving images to stimulate discussion and student writing may be more frequent than the survey discovered (p.46).
In sum, previous research clearly displays the benefits that come from using movies and TV series in the EFL classroom regarding students’ literacy development. The next section will account for the benefits of using movies and TV series to increase students’ cultural knowledge.
2.5 Using movies and TV series to increase students’ cultural knowledge
The syllabuses for English in lower- and upper-secondary school state that the education should develop the students’ ability to reflect over cultural and social conditions “in different contexts and parts of the world where English is used” (National Agency for Education, 2011a, p.35; 2011b, p.2). Teaching culture through movies and TV series is probably one of the most evident beneficial aspects of the incorporation of moving images in the English classroom. Despite fictional movies and TV series being scripted, they, just as the language, reflect parts or aspects
10 of different cultures, and movies and TV series provide a peep hole for the students to get glimpses of different cultures in parts of the world where English is used. Using movies and TV series to increase students’ cultural knowledge relates to using them to increase students’ literacy skills, as ‘reading’ movies or TV series requires students to critically analyze “intentions and cultural positions” in them (Sommer, 2001, p.485).
Raby (1995) suggests that culture never becomes as evident as when one looks at “remakes of films from one culture to the other” and that “such doublings serve as ideal vehicles for understanding both cultures” (p.838). Research has shown that EFL teachers believe the moving image can be valuable in helping their students to learn about different cultures (Kabohaa, 2016, p.253). However, Mallinger and Rossy (2003) note that one needs to be aware of the limitations in the moving image’s ability to teach culture, as movies and TV series are created from a “particular director’s point of view and therefore reflect a personal perspective” (p.616). Furthermore, the authors argue that movies set in different time periods may reflect parts of the culture which are not current today (p.617). Nevertheless, this can be used as an advantage, as the historical and cultural aspects can serve as a foundation for comparison with today’s society. Despite limitations of the moving image, Mallinger and Rossy (2003) believe movies and TV series can still serve as a valuable tool to illustrate aspects of cultures to students, as they can help students understand the complexity that is culture (p.617).
Because of previous research’s findings and the moving image increasing popularity in society it is of interest to study if and how secondary English teachers in Sweden perceive that they use movies and TV series as tools to increase students’ language proficiency, literacy, and cultural knowledge.
3 Aim
The aim of this study is to investigate Swedish English language teachers’ views on their use of fictional movies and TV series in their EFL classrooms, in order to discover the potential they can have for students’ language proficiency, literacy, and cultural knowledge. The levels in focus are lower- and upper-secondary schools and secondary adult education. Specifically, the following questions are addressed:
→ To what extent do the teachers make use of fictional movies and TV series in the English classroom?
→ How do the teachers relate the use of fictional movies and TV series to the English syllabus?
11 → How do the teachers introduce and work with fictional movies and TV series in the
English classroom?
By addressing these three questions, the aim is to display how fictional movies and TV series are used by EFL teachers in Sweden and what pedagogical effects they may have.
4 Method and material
To investigate how movies and TV series are used in the English classroom in Sweden, the present study applied a qualitative method. In the following sections the chosen method will be presented and argued for. The material will be presented, and the approach applied to the analysis will be described. The study does not claim to provide a generalizable representation of teachers’ use of movies and TV series in the English classroom in Sweden, but it provides a broad sample that illustrates how they can be used.
4.1 The questionnaire
The web-based tool Google Forms was used to create a questionnaire composed of 14 questions, with six close-ended and eight open-ended questions (Appendix)1. The original idea was to use interviews to collect the data; however, due to current circumstances with Covid-19 affecting the schools and their teachers, a self-administered questionnaire with open-ended questions was deemed more suitable, as it allows the respondents to administer the time to answer the questions themselves (Bryman, 2016, p.222). Nevertheless, the characteristics of the questions were an attempt to reach the respondents’ interpretation of their own view on their use of fictional movies and TV series (p.393). The questionnaire contained limited information about the study apart from an initial text that included a confirmation that, apart from information about the respondents’ gender and area of education the answers would remain anonymous and would only be used for this study (Appendix).
A pilot study was conducted to identify possible errors or unclear questions, as well as to get a general idea of how long the questionnaire would take to answer (Bryman, 2016, p.260). Alterations to the questionnaire were made, such as the phrasing of the questions. Bryman highlights that despite conducting pilot studies, additional problems can arise after several
1 Because the data was collected via a questionnaire, one may be inclined to call the method quantitative.
However, because of the small number of respondents (65), and the focus on the reflections to the open-ended questions, the method still bares the characteristics of a qualitative approach.
12 respondents have answered (p.260). Since every question in the questionnaire was optional, the time it took to complete it for the four initial respondents varied between 15-30 minutes.
4.2 Material
The sample of respondents was selected through two different courses of action. Initially emails were sent out to six teachers, five of whom agreed to take part in the study. The sixth teacher was not able to participate but reached out to her colleagues, resulting in one more teacher agreeing to participate. Then, three posts on three different Facebook groups for lower- and upper-secondary English teachers were submitted. This reached a larger number of respondents and eventually led to there being 65 respondents. The questionnaire aimed towards active English teachers and since the syllabus for English in both lower- and upper-secondary school explicitly mentions “films”, “other fiction” and “filmed forms” (National Agency for Education, 2011a; 2011b) the assumption was that most teachers would have or should have worked with movies and/or TV series. This became evident when 64 out of the 65 respondents claim to use fictional movies and TV series in their classrooms and since the invitation to partake in the study specified that it would center around teachers’ use of movies and TV series in the classroom, respondents were likely to have a personal interest in using these medias. When having human beings’ reflections and views as material for a study, there is always a risk of appropriation to the extent that the respondents adjust their answers to match their idea of what the researcher is trying to achieve. This was a risk that was kept in mind but considering the evident inclusion of the moving image in the syllabuses for English at a secondary level, there was no reason to doubt the sincerity behind the respondents’ reflections.
The 65 respondents represent teachers from different parts of Sweden and out of the 65 respondents, 51 identified themselves as female, compared to the 14 who identified themselves as male. Among the respondents, almost half of the respondents work at upper-secondary school, and almost as many work at lower-upper-secondary school, while only seven respondents work with secondary adult education.
4.3 The method of the analysis
The answers from the respondents to the eight open-ended questions served as the basis for the analysis and the aim was to investigate and interpret the respondents’ views on their own use of fictional movies and TV series (Bryman, 2016, p.393). Since the closed-ended questions did not aim to convey meaning or underlying opinions among the respondents, they were used to describe the material, which in this study was the 65 respondents. The analysis then included
13 the eight open-ended questions in the questionnaire. The analysis of the respondents’ answers to the eight questions was related and compared to the three patterns found in the background, i.e. using fictional movies and TV series to increase students’ language proficiency, their literacy, and their cultural knowledge.
5 Results and analysis
The following sections will review and analyze the results from the questionnaire. To facilitate reading, quotes used in the analysis are designated with "R" followed by the number of the respondent.
5.1 Habits in using fictional movies or TV series in the EFL classroom
The results showed that almost two thirds of the respondents preferred to work with movies while significantly less than a third preferred to work with TV series (Figure 1). One respondent said: “It totally depends on what I'm teaching. […] I'd rather show [a movie] over a few lessons than show a TV series that isn't as great” (R3). For this respondent, time and content seem to be big factors when deciding between using a movie or a TV series.
Figure 1. Movies or TV series in the classroom
Most respondents claimed to use movies approximately twice per year. However, some respondents specified that they use entire movies a few times per year, but short clips from movies “almost every other week” (R63). Some respondents said they use movies more than twice per year, for example “[e]very other month” (R32). Most respondents displayed a
64,10% 13,80% 13,80% 0% 3,10% 4,50%
Movies or TV series
Movies TV series Both Neither I don't know Other14 frequent use of fictional movies in their classroom. However, some respondents stated that they have only used movies occasionally and how the students sometimes find it tedious. Nevertheless, a conclusion from the respondents’ answers can be that most of the teachers use movies on a regular basis.
There is a less regular and popular use of fictional TV series among the respondents. Around one third of the respondents claimed to never or almost never have used fictional TV series. Some respondents stated that they rarely use entire TV series, but more often use short clips from TV series in their teaching. However, a few respondents stated that they use TV series on a regular basis with one intention being to “create a routine for the students” (R16). Two of these respondents explicitly stated how they do not only show the episodes but also have the students discuss the episode or work with questions. It is evident that among a majority of the 65 respondents, there is no frequent use of TV series. However, a few expressed occasional or regular use of TV series in their EFL classrooms.
The respondents were also asked whether they involved their students when choosing the movie and/or TV series or not. In response to this, many respondents claimed to sometimes involve their students, while others answered with a definite yes, or no. Several respondents provided extended reflections regarding this question and, among these, a majority stated that they allow their students to choose from a selection of movies or TV series the teachers have decided on. One respondent stated that they themselves are the qualified teacher and that they think movies should be treated as reading a book which goes in line with Vetrie (2004). Furthermore the respondent stated that watching a movie should not be treated as a relaxing moment which many students seem to think it is, which goes in line with Harmer’s (2015, p.343) argument on the importance of providing clear aims for the viewing to avoid students’ tendency to perceive viewing as a time for relaxation. Another respondent stated that they often involve their students in the choosing, but that the students can choose from movies the teacher has selected beforehand. The respondent stated that they wish to “broaden their horizons and show them the type of movies they don’t normally watch at home” (R60). This reflects Goble’s (2010) and Vetrie’s (2004) reflections on the benefits of using movies that the students are not yet familiar with. Using movies and TV series that the students are not familiar with could also counteract the risk of them seeing the viewing as recreational (Harmer, 2015).
This section has outlined some of the reported habits in using fictional movies or TV series in the EFL classroom. It becomes clear that teachers more frequently use movies than TV series and that there is no clear majority of the teachers who involve their students in choosing a movie or TV series.
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5.2 Factors when choosing a fictional movie or TV series
The respondents were asked what factors they take into consideration when choosing a movie or TV series. Many of them responded that the movie or TV series should relate to the specific theme they are working with. Others also responded that they take the language of the age of the group they are teaching into consideration. Several respondents answered that it is important to take into consideration what aim they have with the viewing and where they are “going with [it] and what [the students] can develop regarding the four language skills” (R16). They made it evident that the most important aspects to take into consideration are the aim of the viewing and if and how the students can develop their listening, speaking, writing, and/or reading.
Another respondent stated that they try to make sure “that you can relate [the movie or TV series] to something in the society of an English speaking [sic] country” (R29). This answer reflects a use of the moving image to increase the students’ cultural knowledge, which is in line with Raby’s (1995) view on how moving images are reflections of different cultures. Another respondent similarly argued that it is important to consider the illustration of cultures and history in different English-speaking countries, but also finding movies and TV series the students can relate to. Both increasing cultural knowledge and being able to relate to the students’ frames of reference seem to be important factors when choosing movies and TV series to work with, as they can increase the possibility for deeper discussions. Choosing movies and TV series that relate to the students can create “a dynamic environment in which the students think about the film critically, express their opinions orally, and write profusely” (Vetrie, 2004, p.43). Several of the respondents mentioned factors that relate to what the students can learn from the movie or TV series, both regarding important themes, but also in what way it can help the students increase their language proficiency. One stated that the viewing “has to be educational. The pupils need to learn something from the film, we don't have time to watch for the pleasure of watching a film” (R63), which stands in opposition to Vetrie’s (2004) and Hobbs’s (2006) findings and instead suggests that teachers do understand the importance of providing clear aims for the viewing.
5.3 Basis for using fictional movies and TV series in the EFL classroom
The respondents were also asked “how they connect the viewing of movies and TV series to the syllabus for English” and “what areas of language proficiency they address more frequently through working with movies and TV series” (Appendix). Due to similarity between the two questions, the answers to them will be analyzed together.
16 There are correlations and similarities between many of the respondents’ answers. Many of the answers include how the respondents use movies and TV series to highlight “[c]ultural awareness of the English speaking [sic] world” (R64) and “cultural differences” (R6). Several respondents also use movies and TV series to increase their students’ “[l]istening and understanding [of] spoken English” (R17) and their “writing and speaking” (R20). Furthermore, respondents use movies to expose their students to different “vocabulary” (R27) and “dialects” (R24). The respondents’ answers reflect findings that illustrate how movies and TV series can be beneficial in increasing students’ cultural knowledge, their vocabulary, their pragmatic use of the language, their listening comprehension, as well as base for written assignments or discussions (Washburn, 2001; Vetrie, 2004; Quaglio, 2009; Wagner, 2010; Rahmatian & Armiun, 2011; Iranmanesh & Darani, 2018; Giampieri, 2018).
As the background showed, movies and TV series can be beneficial for multiple aims in the EFL classroom. Many respondents’ answers reflected this, stating that most parts of the syllabuses “can be worked with through film in one way or another” (R63) and how movies and TV series can increase students’ language proficiency, literacy, and cultural knowledge.
5.4 Introducing the fictional movie or TV series
Part of the aim of the study was to find out how teachers introduce the movies and TV series they work with in the classroom. Several respondents provided expanded reflections regarding their work with introducing movies or TV series to their students. One lower-secondary teacher stated that they always do pre-viewing activities before watching a movie, such as “[r]eading about the movie, working with vocabulary connected to the movie [or] watching a short clip and reacting to it” (R2). This reveals a conscious practice of introducing the movie to their students. The respondent makes sure that the students are prepared, by, for example, working with relevant vocabulary, or sparking the students’ interests by watching a short clip initially. Providing the students with relevant vocabulary relates to findings on how it has been shown to increase the students’ understanding of the moving image as well as to increase their vocabulary knowledge (Iranmanesh & Darani, 2018, p.7). It also relates to Vetrie’s (2004) statement as to the importance of pre-viewing activities to connect to the students’ background knowledge or frame of reference (p.42). Other respondents’ answers similarly show a use of pre-viewing activities such as showing trailers, working with novels, or discussing the general topics or themes of the movies or TV series. One respondent stated that they provide “[f]acts about the country where the story takes place” (R27) which could be a pre-viewing activity that explicitly connects to increasing the students’ cultural knowledge.
17 There were respondents who provided answers of a different character than the ones quoted above. One respondent stated that they sometimes use movies or TV series as a “‘relief’ at the end of theme-based course content (environment/classics, etc)” (R13). This answer implies that the respondent may not deem movies and TV series as valuable as for example the written classics but believe they are better suited as a reward after working with the novels. This practice can be valuable, but often it rather portrays the other activities as the “hard work” (Hobbs, 2006, p.42). Nevertheless, this practice was found uncommon among the respondents’ answers.
One respondent expressed how they work with pre-viewing activities and that sometimes these can be to read “the book/short story before watching” (R7). This reflects a view on how the moving image can, together with the written word, teach literacy (Lipiner, 2011). To summarize, an example will be given from a lower-secondary teacher who stated that they:
[H]ave a project about American history during the 1950s- '90s. We start the project by finding facts about the different decades from given topics like historical events, music, fashion, presidents etc. […] We watch the film "Forrest Gump" and continue to work with different assignments. By having the background information, the students get a better understanding of the movie. (R59, my italics)
This quote illustrates the value movies can have to both stimulate discussion, students’ writing, and the value of providing the students with pre-viewing activities to increase their initial understanding to better understand the movie or TV series (Vetrie, 2004; Hobbs, 2006), and to increase their cultural knowledge. The quote also indicates that, for this teacher, movies and TV series are viewed as valuable tools in the EFL classroom and may also be considered as valuable as written texts, and not as “second-order texts” (Sommer, 2001, p.485).
5.5 Ambitions with working with fictional movies or TV series (intentional and accidental)
The respondents were asked if they would consider that their ambitions with working with a movie or TV series are borne out or if the movies and TV series can serve accidental purposes if the original ambitions are not borne out. Around one quarter of the respondents had trouble understanding the question and did not provide an answer to it. However, most respondents provided answers to the question and one respondent stated that they plan their viewings thoroughly to avoid students perceiving the viewing as an opportunity to relax. The respondent
18 also indicated that because they plan the viewing carefully, their ambitions are most often borne out.
Several respondents answered that they most of the times feel like their intentional ambitions are borne out, but that the viewings can serve additional purposes that may not have been planned. One respondent answered that their “ambitions are always secondary to ‘that which becomes the end-result’. Collateral development always happens” (R44). This teacher seems to have ambitions and aims with the viewing but also seems open towards what can happen during the viewing, noting how this can be as valuable or more valuable than the initial ambitions.
There are also times when the viewing can have a clear aim initially and then fades as time passes by. The following answer was provided by an upper-secondary teacher:
In the beginning I think the TV show we had once a week served a purpose, such as the students had to summarize what a certain episode was about in three small paragraphs. […] However, over time watching the twenty-minute episode seemed to become more daunting for the students. Even when the exercise after an episode varied it did not seem to be fun for them. [… ] In retrospect, I believe that the use of this TV show became a safety net, I started to rely too much on it being able to help the students with the development of their English. (R16) This meta-reflection shows that movies and TV series can be valuable tools in the classroom. However, it also illustrates that teachers need to constantly reflect on their aim with the viewing as to not allow it to become a time-filler or to mainly benefit the teachers’ needs or wishes (Hobbs, 2006, p.44).
In sum, many respondents expressed that their intentional ambitions are most often borne out. Some also stated that, additional development that was not intended can happen and how this does not have to be a failure, but rather a positive effect.
6 Discussion
The following two sections will provide a general discussion of the analysis and the method.
6.1 Discussion of results
The aim of the study has been to investigate Swedish English language teachers’ views on their use of fictional movies and TV series in their EFL classrooms, in order to discover the potential they can have for students’ language proficiency, literacy, and cultural knowledge. The following three questions have been guiding the study:
19 → To what extent do the teachers make use of fictional movies and TV series in the English
classroom?
→ How do the teachers relate the use of fictional movies and TV series to the English syllabus?
→ How do the teachers introduce and work with fictional movies and TV series in the English classroom?
As the teachers’ own reflections have been the center of the study, the results are multifaceted and portray only a limited number of all English teachers in Sweden. However, the results give a broad sample of how some teachers use fictional movies and TV series and thus, exemplify how movies and TV series can be used in the EFL classroom. There were no major differences among the answers between teachers who work at lower- or upper-secondary school or secondary adult education. This can be because the content in each syllabus is quite similar and even though there is a clear progression between the levels, their aims for the subject are still similar.
One reason why most respondents stated that they use fictional movies more often than fictional TV series may be because TV series as a term is not specifically expressed in either of the syllabuses, in contrast to the term movie/film. It may also be because TV series, despite having episodes that are shorter than an entire movie, stretch over a longer time than movies in total, which may become tedious or daunting for the students. However, as TV series increase in popularity, they may also increase in use by teachers, and one benefit can be that the viewing of TV series can be divided into shorter segments. Nevertheless, the results show that movies are still the most popular and preferred media among these EFL teachers.
The background argued for the importance in using movies and TV series consciously and to provide clear aims with the viewing, to avoid the viewing becoming a reproduction of the recreational viewings most students experience at home (Vetrie, 2004; Goble, 2010; Harmer, 2015). In contrast to the findings by previous scholars, most teachers in this study expressed that their uses of fictional movies and TV series were thoroughly connected to the syllabuses and that they acknowledge the importance of providing clear aims to the viewing. Even though the questionnaire did not explicitly ask the teachers to provide examples of aims to their viewings, many respondents still raised the importance of it and some also provided examples of aims they have had. This can be an indication of how crucial most respondents believe it to be. Therefore, the results deviated from the results found in for example Hobbs’s (2006) study, in which only a few teachers could provide clear
20 aims for their viewings. A possible reason for this difference could be that over a decade has passed since Hobbs’s study, and teachers today may be more confident in their use of the moving image in the classroom. Additionally, since the syllabuses for English in Swedish schools clearly states that filmed forms of fiction should be a part of the education, it urges the teachers to provide clear aims for the integration of movies and TV series into their EFL classrooms. However, a few respondents’ answers indicated a use of movies or TV series as a reward or as a relief which could be an indication that they do not see moving images as valuable as other tools in the classroom (Vetrie, 2004). This use of movies can make the viewing into a reproduction of the students’ own recreational viewings (Harmer, 2015). Nevertheless, as Goble (2010) states, teachers can use the moving image as a reward if they consciously work with it as well, which could be the case with these respondents (p.29).
It becomes evident from the results that working with movies and TV series in the EFL classroom can have many aims and can be beneficial for students’ language proficiency and literacy, as well as their cultural knowledge. One respondent explicitly expresses how most parts of the syllabuses and general language proficiency “can be worked with through film in one way or another” (R63). Several respondents expressed that they use movies and TV series to allow their students to reflect over cultural and social conditions in the English-speaking world which relates to findings on how EFL teachers view the moving image as a valuable resource when teaching culture (Kabooha, 2016).
Most respondents also expressed how they use movies and TV series to increase their students’ ability to understand spoken English, and to increase their ability to express themselves and communicate in the target language, thus developing the students’ language skills. This reflects the findings by Weyer (1999), Giampieri (2018), and Iranmanesh and Darani (2018). Furthermore, in line with Vetrie’s (2004) argument, several respondents expressed how they use movies and TV series as a “basis for anchoring most writing and critical-thinking activities” (p.41). The results also reflect findings by Kabooha (2016) on how EFL teachers use the moving image as a basis for discussion. Furthermore, the results stand in contrast to Hobbs’s (2006) findings that indicated how only a small number of teachers use moving images as basis for discussion.
Additionally, most respondents expressed how they often relate the viewing of a movie or TV series to a theme they work with in a classroom. This could indicate that most teachers do not use movies and TV series in isolation from other classroom activities but try to relate the different methods and materials to each other and use them in symbiosis with each other. Furthermore, the results indicate that many of the respondents find it important to relate the
21 movie or TV series to their students’ frames of reference, as stated by Vetire (2004). The results also showed that many respondents work with different pre-viewing activities to facilitate the students’ understanding of the movies or TV series. Thus, helping the students to develop a deeper understanding of the movie or TV series (Vetrie, 2004, pp.43-44).
In sum, the results from the study show that teachers work with movies to a greater extent than TV series. They also show that most teachers work with movies and TV series in a conscious way and provide clear aims for the viewing, as well as implement clear connections to the relevant syllabus. Furthermore, most teachers find that their ambitions with the viewing are most often carried out, but that sometimes, accidental learning can occur among the students.
6.2 Discussion of method
After having collected the data, a few difficulties and misunderstandings stood out. One of them was that some teachers did not know if the questions referred to short clips of movies and TV series, or to the movies and TV series in their entirety. However, even though this left some holes in the interpretation regarding how often the respondents use movies and TV series in the classroom, it was not deemed damaging for the results, as they still display a frequent use of movies and/or TV series.
Since the respondents cannot ask for help if they find some questions unclear or difficult to understand, this can lead to omitted responses in the questionnaire (Bryman, 2016, p.223). From the analysis of the data, it was evident that the respondents found one question difficult to understand. The question asked the respondents if they would say that their “ambitions in working with fictional movies and/or TV series are ‘borne out’? If not, what other purposes than the intended ones do they serve?” (Appendix). Eleven respondents did not provide an answer for that question and five indicated that they did not understand the question. One respondent explicitly stated that they did not understand what was meant by “borne out”. If the study would have used interviews instead of a questionnaire, unclarities could have been explained. However, as most of the respondents did not find the questions unclear or difficult to understand, the questionnaire was deemed adequate.
7 Conclusion
The conclusion of this study is that the answers from the respondents in the questionnaire show a use of fictional movies and TV series that correlates to findings reported in previous research. Furthermore, the results confirm the importance and value movies and TV series can have for
22 students’ increased language proficiency, literacy, and cultural knowledge, which align with the aim of the English subject in both lower- and upper-secondary school, as well as secondary adult education. The results also show the applicability movies and TV series can have for the EFL classroom as they can illustrate different varieties of authentic language as well as illustrate important historical and cultural aspects of the English-speaking world.
The results showed no clear indication that the respondents viewed fictional movies and TV series as less valuable than books, but rather showed a frequent use of movies (and to some extent TV series) which could indicate that the respondents deem movies and TV series to be as valuable as the written text. One respondent explicitly states how they “think watching a film should be dealt with similarly to reading a book” (R3). However, this would be of interest to investigate further, since much point towards how the moving image, if used and taught properly and similarly to the written word can be as valuable as books to increase students’ learning. Furthermore, it would be of interest to do an observational study to investigate further and more specifically how teachers implement and work with fictional movies and/or TV series in their EFL classrooms and see if their intentions are implemented in the actual teaching situation.
To conclude, the results indicate that EFL teachers in Sweden view that they help their students to “use, enjoy and understand moving images” (British Film Institute, 2010, quoted in Donaghy, 2015, p.10), thus helping their students to increase their English language proficiency, literacy, cultural knowledge, and helping them to fully participate in a society where movies and TV series play a great part.
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